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18 Post Office Square. 

Approved by 
The State Board of Publication. 

State Board of Education. 

Established 1837. 

His Excellency JOHN L. BATES. 
His Honor CURTIS GUILD, Jr. 

Kate Gannett Wells, . 
Clinton Q. Richmond, A.B., 
George I. Aldrich, A.M., 
Elmer H. Capen, D.D., LL.D 
Albert E. Winship, Litt.D., 
George H. Conley, A.M., 

Boston, . 
North Adams, 
Tufts College, 

Caroline Hazard, A.M., Litt.D., Wellesley, 

Joel D. Miller, A.M., 


term expires. 
May 25, 1904. 

May 25, 1905. 

May 25, 1906. 

May 25, 1907. 

May 25, 1908. 

May 25, 1909. 

May 25, 1910. 

May 25, 1911. 


, Secretary, 

Caleb B. Tillinghast, A.M., Clerk and Treasurer, 

John T. Prince, Ph.D., Agent, . 

Grenville T. Fletcher, A.M., Agent, 

Ellis Peterson, A.M., Agent, . 

James W. MacDonald, A.M., Agent, 

L. Walter Sargent, Agent, 

Boston . 



Jamaica Plain. 




Elmer H. Capen, D.D., LL.D. George I. Aldrich, A.M. 


WALTER PARKER BECKWITH, Ph.D., . . Principal. 

Theory and Practice of Teaching, History of Education. 

Ellen Maria Dodge, English Literature. 

Harriet Lane Martin, 
Jessie Putnam Learoyd, . 
Charles Eugene Adams, . 
Charles Frederick Whitney, 
William Charles Moore, S.B., 
Mary Alice Warren, . . Biology, 
Isabella Gertrude Knight, A.B., . 
Gertrude Brown Goldsmith, A.B., 
Fannie Boutelle Deane, Secretary, 
Sarah Louise Baker, . 
Helen Hood Rogers, . 
Cassie Lucretia Paine, 
Fred Willis Archibald, 
Alice May Kyle, . 

. Algehra, Geometry. 

Botany, English. 

. Physics, Chemistry. 


. Geology, Geography. 

Physiology, Physical Training. 


. Biology, Psychology. 

History, English. 

English Literature, Arithmetic. 

Reading, Physical Training. 



. Assistant in Mineralogy. 

Fifth, Sixth, Seventh 
and Eighth Grades. 


Maud Sarah Wheeler, ..... 

Mabel Towne Burnham, 

Maude Muller Brickett, 

Bessie Jordan Welch, 

Mabel Lucile Hobbs, Fourth Grade. 

Mary Elizabeth James, Third Grade. 

Delia Frances Campbell, Second Grade. 

Helen Merrill Dillingham, . . . . . . First Grade. 

Louise Farrington, Kindergarten. 

Helen Louise Gray (Assistant), Kindergarten. 

Calendar for 1904=1905. 

Spring Recess. 

From close of school on Friday, April 1, 1904, to Tuesday, 

April 12, 1904, at 9.20 a.m. 


Tuesday, June 21, 1904, at 2.30 p.m. 

First Entrance Examinations. 

Thursday and Friday, June 23 and 24, 1904, at 9 a.m. 

Semicentennial Celebration. 

Thursday, June 30, 1904, at 2.30 p.m. 

Triennial Reunion. 

Friday, July 1, 1904. 

Second Entrance Examinations. 

Tuesday and Wednesday, Sept. 6 and 7, 1904, at 9 a.m. 

Beginning of School Year, 

Thursday, Sept. 8, 1904, at 9.20 a.m. 

Thanksgiving Recess. 

From Wednesday, 12 m., preceding Thanksgiving Day, to the 

following Tuesday, at 9.20 a.m. 


Christmas Recess. 

From close of school Friday, Dec. 23, 1904, to Tuesday, Jan. 3, 

1905, at 9.20 a.m. 

Beginning of Second Half=year. 

Tuesday, Jan. 24, 1905. 

Spring Recess. 

From close of school on Friday, March 31, 1905, to Tuesday, 

April 11, 1905, at 9.20 a.m. 


Tuesday, June 27, 1905, at 2.30 p.m. 

First Entrance Examinations. 

Thursday and Friday, June 29 and 30, 1905, at 9 a.m. 

Second Entrance Examinations. 

Tuesday and Wednesday, Sept. 12 and 13, 1905, at 9 a.m. 

Note. —The regular weekly holiday of the school is on Monday, but the model 
schools conform to the practice of the other public schools in Salem, and have 
their holiday on Saturday. The model schools open the second week in Septem- 
ber and close on June 30. Vacations during the school year are from Christmas to 
New Year's, inclusive, and for the week beginning with the first Monday in 

The telephone call of the school is "Salem, 375." The principal's residence is 
at 285 Lafayette Street, and his telephone call is " Salem, 156-2." 

State Normal School, 

Salem, Mass. 

As the current school year will complete the first half-century 
of the existence of this school, it seems fitting to make this 
catalogue somewhat historical in its nature. It appears that 
the first suggestion of a normal school at Salem was made by 
Hon. Charles W. Upham, then mayor of the city, in 1852. A 
new location for the school then existing at West Newton was 

The Salem Normal School— 1854. 

being sought by the State Board of Education. As a result of 
Mr. Upham's suggestion, the Board was invited to consider 
Salem, but the decision was at last in favor of Framingham. 
The Board, however, at the same time voted to recommend to 
the Legislature the establishment of a new school in the county 
of Essex. 

According to the recommendation of the Board, a resolve was 
passed by the Legislature and approved April 16, 1853, grant- 
ing an appropriation for the above purpose, and leaving to the 



Board itself the selection of a suitable location. Salem pro- 
posed to provide a site, erect and furnish the building to the 
acceptance of the Board, receiving therefor the State appropria- 
tion of $6,000, and the contribution of $2,000 from the Eastern 
Railroad Company. 

The Board of Education accepted this proposition on June 2, 
1853. The site selected was on the corner of Broad and Sum- 
mer streets, formerly occupied by the Registry of Deeds. On 

The Salem Normal School — i860. 

Sept. 3, 1853, the work of taking down the old building began. 
The school building itself was dedicated on Sept. 14, 1854, 
Gov. Emory Washburn presiding, and Hon. George S. Bout- 
well, of the State Board of Education, delivering the address. 
The total cost of the building and site was estimated at $17,600. 
An extra appropriation of $2,500 was afterwards made by the 
Legislature, to provide for fencing and grading the grounds and 
for additional furniture, books, etc. 

The first class of students was admitted to the school on the 
day previous to the dedication of the building. It consisted of 
sixty-five members, a number afterwards increased by latecomers 
to seventy-two. 

In 1860 the school building was much improved by raising 
the roof and by constructing a partial third story, which pro- 
vided several additional rooms. 



The number of pupils in the school having largely increased, 
the Board of Education in 1869 made such a representation of 
the wants of the school that an appropriation of $25,000 was 
granted for enlarging the building. While the work was going 
on the school occupied a part of the high school building, the 
use of which had been granted by the city authorities. The 
enlargement was completed in June, 1871, and the building 
served the purposes of the school for over twenty-five years. 

J0&UJ. I •**CM*M0* <>*•** 

The Salem Normal School — 1871. 

The accommodations finally proved inadequate to meet the 
increased demands made upon modern normal schools. The 
Legislature of the Commonwealth, therefore, in response to 
the representations and requests of the Board of Visitors and 
of the principal of the school, made generous provisions for a 
new building. 

The preparation of plans was entrusted to J. Philip Rinn, 
A.M., of Boston, an architect who had already won distinction 
in the erection of buildings of a public character. Mr. Rinn 
entered cordially into the desires of the faculty of the school, 
and from the beginning manifested a determination to secure a 
building which would present not only an imposing exterior but 
an interior adapted to every modern necessity. He was unre- 
mitting and constant in his attention to every detail of the work ; 
as a consequence, it is believed that the Commonwealth possesses 


a building the most complete and convenient in its appointments 
of any structure of its kind in the country. 

Work was begun upon the new building in November, 1893, 
and it was first occupied by the school Dec. 2, 1896. Formal 
dedicatory exercises were held Jan. 26, 1897, on which occasion, 
Rev. Elmer H. Capen, D.D., chairman of the Board of Visitors, 
presided, and the chief address was delivered by Prof. John 
Bascom of Williamstown. An historical sketch of the school 
was read by Miss Ellen M. Dodge, the senior teacher. The 
other speakers were Attorney-General Hosea M. Knowlton, 
representing the Commonwealth ; Mayor James H. Turner of 
Salem; Hon. Alfred S. Roe, chairman of the legislative com- 
mittee on education ; Rev. Albert E. Winship of Somerville ; 
Principal Albert G-. Boyden of Bridgewater; and Secretary 
Frank A. Hill of the Board of Education. 


The triennial reunion, which would regularly have been held 
last year, was postponed so that it might be combined with the 
celebration of the fiftieth anniversary. June 30 and July 1 
have been fixed as the dates for these events. On the afternoon 
of June 30 the semi-centennial exercises will be held, and the 
following day will be devoted to the reunion. The full particu- 
lars of the occasion will be announced iu due season. 

A general catalogue of the officers, teachers and students 
has been printed, and is now ready. Additional data are 
desired, and if the material furnished is sufficient, a supple- 
ment will be issued in two or three years which will be sent to 
all purchasers of the general catalogue who furnish their names 
and addresses. 


The school has had four principals, as follows : — 

Richard Edwards, 1854-1857 

Alpheus Crosby, 1857-1865 

Daniel Barnard Hagar, 1865-1896 

Walter Parker Beck with, 1896- 

First Principal, 1854-1857. 

Second Principal, 1857-1865. 


Third Principal, 1865-1896. 


Fourth Principal, 1896- 



The whole number of persons connected with the school as 
assistant teachers has been seventy-one, of whom, so far as 
known, fifty-six are now living. The present number of teach- 
ers, including the principal, is sixteen. 

The development of the model schools began in 1897, and 
nineteen persons have been connected with them as teachers. 
The present number required is ten. 

Nearly five thousand students have attended the school, of 
whom fifty-five per cent, have graduated. The proportion of 
students who complete the regular course has steadily increased. 
Since 1896 over seventy-two per cent, of all who have entered 
the school have graduated. 

No change is more marked than that found in the better 
preparation of candidates for admission. In 1879, at the cele- 
bration of the twenty-fifth anniversary, the principal noted as 
an encouraging circumstance the fact that, of the four pre- 
ceding classes, half came from high schools and one-third were 
graduates. All candidates at the present time are graduates of 
four years' courses in high schools. In addition to the better 
preparation, a higher average age is thus assured. 

With the establishment of colleges for women during the last 
twenty-five years, it has naturally happened that very few young 
women come to the school who have no very firm or definite in- 
tention of teaching. Those who are seeking personal culture, 
merely, enter the colleges. But there has been no great change 
in the stations in life from which the large majority of the stu- 
dents come. For the past ten years, over seventy per cent, of 
the fathers of the students were either farmers, mechanics, 
merchants, salesmen, or foremen of some kind. 

It is practically impossible to determine with any useful de- 
gree of accuracy the amount of teaching done by the graduates 
of the school. A few facts can be given, however, and these 
may be, in some sense, an indication of the general situation. 
Of the first class to enter the school, three members are still 
teaching. During the incumbency of the present principal 
there have been 486 graduates. Among these the number who 
have not taught at all does not exceed 20, and more than 425 


are known to be now teaching. Of those not teaching, most 
are married, a few are dead, a few are attending other institu- 
tions, a few are in other kinds of business, and a few have 
failed. It is also to be remembered that a considerable num- 
ber of the non-graduates have taught and are still teaching. 

The officers of the Salem Normal Association for the current 
term are as follows : — 

President. — Dr. W. P. Beckwith, Salem, principal of the school. 

Vice-President. — Miss Harriet L. Martin, Salern (Class XXIII.). 

First Secretary. — Mrs. Abbie R. Hood, Beverly (Class LVIL). 

Second Secretary. — Miss Dorothea C. Sawtelle, Peabody (Class 

Treasurer. — Miss Maud S. Wheeler, Salem (Class LVIL). 

Directors. — Miss Mary E. Webb, Salem (Class III.) ; Miss Jessie P. 
Learoyd, Danvers (Class LI.) ; Mrs. Mary A. Tenney, Brookline 
(Class LXIX.) ; Miss Martha P. Ober, Salem (Class XLVII.) ; MissE. 
Adelaide Towle, Salem (Class XXVIII.) . 


The new building is located in the southern part of the city, 
— a section devoted chiefly to residential purposes, — in a com- 
manding position at the junction of the electric car lines from 
Lvnn and Marblehead. It is constructed of buff brick, with 
light-colored stone and terra-cotta trimmings, and it has three 
stories and a basement. Facing northward, it is 180 feet in 
length from east to west, and the two wings are each 140 feet 
from north to south. In the basement are located the heating 
and ventilating apparatus, the toilet and play rooms for the 
pupils of the model schools, besides a fine gymnasium with its 
adjoining dressing room ; the industrial laboratory, bicycle 
room, lunch room, and store rooms for supplies and materials. 

On the first floor, in the central part of the structure, are the 
toilet and cloak rooms, furnished with individual lockers, for 
the use of the normal students. Access to this portion of the 
building is provided by means of two outside doors. In each 
wing is another entrance for the pupils of the model schools. 
The rooms for these schools — nine in number, besides six 
recitation rooms connected with them — are upon the east, south 
and west sides, and are all large and well lighted. Including 


the kindergarten, they are intended to accommodate more than 
300 pupils. 

The central portion of the second floor is occupied by the fine 
assembly and study room of the normal school. It is about 60 
by 85 feet in size, and can accommodate 250 single desks and 
chairs. The remainder of the floor contains the principal's 
office, reception room, teachers' meeting room, retiring room, 
text-book room, library, and other recitation and work rooms. 

The third floor is largely devoted to the various departments 
of science, including physics, chemistry, botany, geography, 
mineralogy and zoology. One of the features is an excellent 
lecture room, with seats arranged in tiers, for lectures or similar 
work. Two fine rooms on the north side furnish admirable 
accommodations for the work in drawing. 

One of the most conspicuous features of the building is found 
in the size and lighting of the rooms. In fact, it is hard to see 
how the lighting could be improved. The corridors are also 
noticeable for their width and cheerful aspect. The windows 
are many and lofty, and the glass is of the finest and clearest 

The heating and ventilating plant is ample ; the blackboards, 
entirely of slate, are generous in size ; combination gas and 
electric chandeliers are provided for lighting ; from the princi- 
pal's office speaking tubes radiate to all the important rooms ; 
while a program clock, with its electric appliances, regulates 
the movements of the school. The interior finish throughout 
is of handsome oak, and all the furniture of the building is in 
keeping. Upon the walls are many handsome pictures and 
other artistic decorations, provided by the State, by past stu- 
dents and teachers of the school and by other generous friends, 
to whom due acknowledgment is made on another page. 


Candidates for admission must, if young women, have at- 
tained the age of sixteen years, and if young men, the age of 
seventeen years. Their fitness for admission will be deter- 
mined : — 


(1) By their standing in a physical examination. 

(2) By their moral character. 

(3) By their high school record. 

(4) By a written examination. 

(5) By an oral examination. 

Physical Examination. 

The State Board of Education adopted the following vote 
March 7, 1901 : — 

That the visitors of the several normal schools be authorized and directed 
to provide for a physical examination of candidates for admission to the 
normal schools, in order to determine whether they are free from any dis- 
ease or infirmity which would unfit them for the office of teacher, and also 
to examine any student at any time in the course, to determine whether his 
physical condition is such as to warrant his continuance in the school. 

Moral Character. 

Candidates must present certificates of good moral character. 
In deciding whether they shall prepare themselves to become 
teachers, candidates should note that the vocation requires more 
than mere freedom from disqualifying defects ; it demands vir- 
tues of a positive sort that shall make their impress for good 
upon those who are taught. 

High School Record. 

It may be said, in general, that if the ordinary work of a 
good statutory high school is well done, candidates should have 
no difficulty in meeting the academic tests to which they may 
be subjected. They cannot be too earnestly urged, however, to 
avail themselves of the best high school facilities attainable in a 
four years' course, even though they should pursue studies to an 
extent not insisted on, or take studies not prescribed, in the ad- 
mission requirements. 

The importance of a good record in the high school cannot be 
overestimated. Principals are requested to furnish the normal 
schools with records of the high school standing of candidates. 
The stronger the evidence of character, scholarship and prom- 


ise, of whatever kind, candidates bring, especially from schools 
of high reputation and from teachers of good judgment and fear- 
less expression, the greater confidence they may have in guard- 
ing themselves against the contingencies of an examination and 
of satisfying the examiners as to their fitness. 

Written Examination. 

The examinations will embrace papers on the following 
groups of subjects, a single paper with a maximum time allow- 
ance of two hours to cover each of groups I., II. and IV., and 
a single paper with a maximum time allowance of one hour to 
cover each of groups III. and V. (Jive papers with a maximum 
time allowance of eight hours) : — 

I. Language. — (a) English, with its grammar and litera- 
ture, and (b) either Latin or French. 

II. Mathematics. — (a) Algebra and (6) plane geometry. 

III. United States History. — The history and civil govern- 
ments of Massachusetts and the United States, with related 
geography and so much of English history as is directly con- 
tributory to a knowledge of United States history. 

IV. Science. — (a) Physiology and hygiene and (fr) and (c) 
any two of the following, — physics, chemistry, physical geog- 
raphy and botany, provided one of the two selected is either 
physics or chemistry. 

V. Drawing and Music. — (a) Elementary mechanical and 
free-hand drawing with any one of the topics, — form, color and 
arrangement, and-(6) music. 

Oral Examination. 

Each candidate will be required to read aloud in the presence 
of the examiners. He will also be questioned orally either 
upon some of the foregoing subjects or upon other matters 
within his experience, in order that the examiners may gain 
some impression about his personal characteristics and his use 
of language, as well as give him an opportunity to furnish any 
evidences of qualification that might not otherwise become 
known to them. 


General Requirement in English for all Examinations. 

No candidates will be accepted whose ivritten English is not- 
ably deficient in clear and accurate expression, spelling, punctua- 
tion, idiom or division of paragraphs, or ichose spoken English 
exhibits faults so serious as to make it inexpedient for the normal 
school to attempt their correction. The candidate's English, 
therefore, in all oral and written examinations will be subject to 
the requirements implied in the statement here made, and marked 

Special Directions for the Written Examinations. 

Group I. — Language. 

(a) English. — The subjects for examination in English will 
be the same as those agreed upon by the colleges and high 
technical schools of New England, and now quite generally 
adopted throughout the United States. 

1 . Reading and Practice. — A limited number of books will 
be set for reading. The candidate will be required to present 
evidence of a general knowledge of the subject-matter and 
spirit of the books, and to answer simple questions on the lives 
of the authors. The form of examination will usually be the 
writing of a paragraph or two on each of a few topics to be 
chosen by the candidate from a considerable number set before 
him in the examination paper. In place of a part or the whole 
of this test, the candidate may present an exercise book prop- 
erly certified by his instructor, containing compositions or other 
written work done in connection with the reading of the books. 

The books set for this part of the examination are : — 
1904-1905. — Shakespeare's The Merchant of Venice and 
Julius Caesar ; The Sir Roger de Coverley Papers in The Spec- 
tator ; Goldsmith's The Vicar of Wakefield; Coleridge's The 
Ancient Mariner ; Scott's Ivanhoe; Tennyson's The Princess; 
Lowell's The Vision of Sir Launfal ; George Eliot's Silas Mar- 
ner ; Carlyle's Essay on Burns. 

2. Study and Practice. — This part of the examination pre- 
supposes a more careful study of each of the works named 


below. The examination will be upon subject-matter, form and 

In addition, the candidate may be required to answer ques- 
tions involving the essentials of English grammar, and questions 
on the leading facts in those periods of English literary history 
to which the prescribed works belong. The books set for this 
part of the examination are : — 

1904-1905. — Shakespeare's Macbeth; Milton's Lycidas, 
Comus, L' Allegro, II Penseroso ; Burke's Speech on Conciliation 
ivith America; Macaulay's Essays on Milton and Addison. 

(b) Either Latin or French. — The translation at sight of 
simple prose or verse, with questions on the usual forms, and 
ordinary constructions, and the writing of simple prose based 
in part or in full on the passage selected. 

II. — Mathematics. 

(a) The elements of algebra through affected quadratic 

(b) The elements of plane geometry. 

While there is no formal examination in arithmetic the im- 
portance of a practical working acquaintance with its principles 
and processes cannot be too strongly emphasized. The candi- 
date's proficiency in this subject will be incidentally tested in its 
applications to other subjects. 

In geometry, the candidate's preparatory study should include 
independent solutions and demonstrations, — work that shall 
throw him upon his own resources ; and his ability to do such 
work will be tested in the examination. An acquaintance with 
typical solid forms is also important, — enough at least, to en- 
able the candidate to name and define them and to recognize 
the relations borne to them by the lines, planes, angles and 
figures of plane geometry. 

III. — United States History. 

Any school text-book on United States history will enable 
candidates to meet this requirement, provided they study enough 
of geography to illumine the history, and make themselves 


familiar with the grander features of government in Massachu- 
setts and the United States. Collateral reading in United States 
history is strongly advised — also in English history so far as 
this history bears conspicuously on that of the United States. 

IV. — Science. 

(a) Physiology and Hygiene. — The chief elementary facts 
of anatomy, the general functions of the various organs, the 
more obvious rules of health, and the more striking effects of 
alcoholic drinks, narcotics and stimulants upon those addicted 
to their use. 

(b and c) Any Two of the Following Sciences, — Physics, 
Chemistry, Botcuiy and Physical Geography, provided One of the 
Two is either Physics or Chemistry. — The chief elementary facts 
of the subjects selected, so far as they may be presented in the 
courses usually devoted to them in good high schools. It will 
be a distinct advantage to the candidate if his preparation in- 
cludes a certain amount of individual laboratory work. 

A laboratory note-book, with the teacher's endorsement that 
it is a true record of the candidate's work, will be accepted as 
partial evidence of attainments in the science with which it deals. 
The original record should be so well kept as to make copying 

V. — Drawing and Music. 

(a) Drawing. — Mechanical and free-hand drawing, — 
enough to enable the candidates to draw a simple object, like a 
box or a pyramid or a cylinder, with plan and elevation to scale, 
and to make a free-hand sketch of the same in perspective. 
Also any one of the three topics, — form, color and arrangement. 

(b) Music. — Such elementary facts as an instructor should 
know in teaching singing in the schools, — including major and 
minor keys, simple two, three, four and six part measures, the 
fractional divisions of the pulse or beat, chromatics, the right 
use of the foregoing elements in practice, and the translation 
into musical notation of simple melodies or time phrases sung 
or played. 


Division of Examinations. 

C candidates may be admitted to a preliminary examination 
a year in advance of their final examination, provided they offer 
themselves in one or more of the following groups, each group 
to he presented in fall : — 

1 1 . Mathemati 
III. United Stales history. 

IV - ; : - ... : - = 

V. Drawing and music. 

Preliminary examinations can be taken in June on." 

Every candidate for a preliminary examination must present 
a certificate of preparation in the group, or groups chosen, or 
in the subjects thereof. See blank at end of this catalogue.) 

The group known as I. Language must be reserved for the 
final examinations. It will doubtless be found 2enerallv ad- 
- -able in practice that the group known as IV. s e -hould 
also be so reserved. 

Candidates for the final or complete examinations are ear- 
nestly advised to present themselves, so far as practicable, in 
June. Division of the final or complex- -x:\minations between 
June and September is permissible, but it is important both for 
the normal school and for the candidate that the work laid out 
for the September examinations, which so closely precede the 
opening of the school, shall be kept down to a minimum. 


Persons desiring to enter the school, whose course of study 
has been equivalent to, but not identical with, the requirements 
of admission are advised to correspond with the principal. 
Each case will be considered upon its merits, and in deciding 
the question of admission there will be a serious effort to give 
all the credit that is due. Experience in teaching, according to 
its amount and kind, is regarded as very valuable. 


Special Students. 

College graduates, graduates of normal schools, and other 
persons of suitable attainments, also those who have had con- 
siderable experience in teaching, may by arrangement with the 
principal select a year's work from the regular program. If 
this work embraces not less than twenty recitation periods per 
week, and includes the courses in psychology and in the theory 
and practice of teaching, the student will receive a certificate 
for the same upon its satisfactory completion. 

Prompt and regular attendance is exacted of special students, 
as well as of those in the regular course. 

A definite statement of the applicant's purpose in desiring to 
enter the school is required, and those who do not intend to 
remain at least one half year are requested not to apply. 

The design of the school does not include the admission of 
transient students, for the purpose of taking partial or special 
courses, except in cases which are really exceptional. Personal 
culture for its own sake is not the end for which the school 
receives its students. It exists and will be administered for 
the training and improvement of teachers, and all its facilities 
will be put to their utmost use for the advantage of teachers. 
Thus, during recent years, many teachers have been allowed to 
attend the exercises in selected departments, — so far as the 
privilege could be granted without injury to regular class work, 
— although their names have not appeared in the catalogue as 

In other cases it is sometimes found possible for those who 
have had experience in teaching, without a previous normal 
course, to enter the school and derive great benefit from a half 
year's work. Some of our most earnest students have been of 
this class. But special students who do not intend to identify 
themselves with the school are not desired. Neither is there 
room for those who do not have a serious purpose of study and 
self-improvement, but who wish rather to secure a brief nominal 
membership in a normal school, in order to obtain a better 


Students from outside the State. 

Non-resideDts of this Commonwealth who are able to satisfy 
the requirements for admission may be admitted as students on 
payment of fifty dollars per year, of which sum one-half is 
payable at the beginning of the year, and the other half at the 
middle of the year. 

Elementary Course of Study. 

The elementary course of study is designed primarily for 
those who aim to teach in the public schools below the high 
school grade. It comprises substantially the following sub- 
jects : — 

I. The study of the educational values of the following 
subjects, and of the principles and methods of teaching them : — 

(a) English, — reading, oral and written composition, gram- 
mar, rhetoric, English and American literature. 

(6) Mathematics, — arithmetic and book-keeping, algebra, 
plane geometry. 

(c) History, — history and civil polity of the United States 
and of Massachusetts. 

(d) Science, — physics, chemistry, mineralogy, botany, 
zoology, geography, physiology and hygiene. 

(e) Drawing, vocal music, physical training, manual training. 

II. (a) The study of man, body and mind, for the principles 
of education ; the study of the application of these principles in 
school organization, school government, and in the art of teach- 
ing ; the history of education ; the school laws of Massachusetts. 

(b) Observation and practice. 

The time required for the completion of this course depends 
upon the students. It may not exceed two years for those of 
satisfactory preparation and superior ability ; for others, three 
years are needed to do the work properly. In many cases more 
than two years are insisted upon. A diploma is given when 
the course is satisfactorily completed. 


Conditions of Graduation. 

The school does not accept the satisfactory accomplishment 
of the class work required as constituting a complete title to a 
diploma. While the fact is recognized that predictions regard- 
ing the success or failure of normal school students as teachers 
always involve a greater or less degree of uncertainty, it is nev- 
ertheless felt that the school owes its chief responsibility to the 
Commonwealth. Its duty is not fully discharged by the appli- 
cation of academic tests ; certain personal qualities are so essen- 
tial and their absence so fatal to success in teaching that the 
candidate for graduation must be judged in part from the stand- 
point of personality. 

It is the aim of the school — and this is insisted upon year by 
year with increasing strictness — not to bestow its diploma 
upon those who are likely to be unable in ordinary school work 
to use the English language with ease and correctness. The 
power of the student to teach, so far as that can be ascertained 
and judged, is of course an essential element in the problem, 
and those who are manifestly unable to do so will not be allowed 
to graduate, whatever their academic proficiency may be. 


[Miss Paine, Critic] 

In co-operation with the school committee of the city of Salem, 
the State normal school maintains in its building a system of 
model schools, beginning with a kindergarten, and intended to 
train pupils to the point of entering the local high school. The 
system is now complete, and the first class, consisting of eleven 
members, graduated last summer. The teachers are nominated 
by the principal of the normal school, with the approval of the 
Board of Visitors, and they are elected by the city school com- 
mittee. The assignment of pupils is in the hands of the local 
authorities, and the children do not constitute a picked company. 

The aim has been to secure in these schools as nearly as pos- 
sible the actual conditions existing in public schools of a high 




class. It is an essential part of the plan upon which they are 
conducted that they are to be kept at a reasonable size. The 
school-rooms themselves are of ample dimensions, well lighted, 
thoroughly ventilated, furnished with approved furniture and 
other appliances for work, and provided with sanitary conveni- 
ences of the best kind. By the generosity and interest of 
many parents they are also provided with beautiful decora- 

In planning the instruction in these schools the aim is to con- 
nect it as closely as possible with the work in the normal school, 
to the end that the art of teaching may here exemplify the theory 
in which the normal students are taught. About half of the 
instruction from the fifth grade upwards is arranged upon the 
departmental plan, and a large part is either supervised or 
actually given by normal school instructors. 

The critic teacher devotes her entire time to supervising the 
normal school students in their relations to the model schools. 
Her intimate acquaintance with the work of the schools in their 
various departments and her duties as a supervisor make it 
easy to guard in the most efficient manner the interests of the 
children. The regular teachers are selected solely by reason of 
their efficiency, and the facilities whose use is made possible 
by the connection between the model schools and the normal 
school are put to their greatest service. While nothing is 
allowed to stand in the way of obtaining the most satisfactory 
results, it is believed that both directly and indirectly the stu- 
dents of the normal school derive great advantage from their 
association with the teachers and pupils of the model schools. 

First Graduating Class of the Model Schools. 

Raymond Wilson Bissell. 
William Henry Conway. 
Ralph Crocker. 
Lucy Mears Eveleth. 
Raymond John Fiske. 
Bradshaw Langmaid. 

Edna Somers Legro. 
Norma Munsey. 
Helen Hollis Newell. 
Margaret Jane Page. 
Anna Merrill Pickering. 


English and American Literature. 

[Miss Dodge, — Miss Baker.] 

Four periods per week throughout the first year of the course 
are devoted to this work. This assigumeut of time is based 
upon the belief that literature constitutes a very important 
branch of one of the great divisions of thought-giving material, 
and that it is worthy of an earlier and more extended treat- 
ment than it commonly receives in the public schools. It is 
believed that it is reasonable to expect a marked growth of 
appreciative power and insight from the high school graduates 
who constitute the junior class in this school. It is difficult to 
estimate justly and surely the increase of such ability, but the 
prime aim is to promote it. 

Such a result will make the future teachers more inspiring 
and helpful to their pupils ; and, while the course cannot fail to 
broaden the acquaintance and sympathy of the normal students 
with all kinds of good literature, the methods of using the same 
in all kinds and grades of schools will not be overlooked. 

Believing that literature should and will hold a more promi- 
nent place as subject-matter in school courses of study, there 
will be an attempt so to conduct this department as to formu- 
ate a course in literature suitable to the interest and profit of 
children in the primary and grammar schools. This attempt 
has often been made, but there is hardly as yet so general an 
agreement that valuable results may not be expected from 
further consideration and experiment. 

Language and Grammar. 

[Miss Learoyd, — Miss Deane.] 
During the first half of the year the class discuss the best 
methods of training children to speak and write English cor- 
rectly and fluently. Suggestions are given concerning descrip- 
tions in connection with nature study, stories and descriptions 
from suitable pictures, copying, dictation, letter writing, and 


reproduction of daily lessons in either study, and of classic 
stories, such as fables, myths, legends, and historical and 
biographical tales. An attempt is made to awaken the class 
to a knowledge of their own deficiencies in the use of English 
and to show them the way to improvement. Especial atten- 
tion is paid to simple narration and description, both oral and 

The course in elementary language lessons is followed by a 
course in technical grammar, in which an effort is made to show 
that rules governing speech should be evolved from a knowledge 
of forms already acquired. By carefully graded steps the stu- 
dents are led to understand the sentence and its construction, 
the classification of words from the observation of their uses in 
the sentence, inflection, analysis and parsing. Members of the 
class present the various topics to a class of pupils selected 
from their own number, and the best method of proceeding 
with younger pupils is discussed. 

Reading and Voice Training. 

[Miss Rogers.] 

The work of this department must necessarily be two- fold ; 
(1) the personal training and culture of the student, and (2) 
the practical training in methods of teaching reading in primary 
and grammar schools. 

The object of oral reading is to give to others the thought 
and spirit of the author. The reader must get behind the words 
to the thought which they represent; he must realize and ap- 
preciate this thought, and then, by the voice, awaken in others 
a sympathetic response. 

During the first year the work is directed toward the personal 
training of the student. Exercises in breathing, tone produc- 
tion and articulation are given, for the purpose of getting pure 
and sympathetic tones and clear and distinct utterance. The 
study of phonetics is begun. The work in reading is correlated 
with that in literature. The selections read have been first 
studied as literature, so that in this department the mind may 
be chiefly occupied with the oral interpretation of the author. 


In the second year attention is especially directed to the 
pedagogical aspect of the subject. Yocal exercises and prac- 
tice in reading are continued, but the object in view is to train 
the student to teach reading. Methods are discussed, and ob- 
servations and written reports of reading lessons in various 
grades of schools are required. Story-telling is practised, pro- 
fessional reading is required, and text-books- are reviewed. 

Elementary Latin. 

A course will be offered annually, if a reasonable number of 
students desire it, for the benefit of special and advanced stu- 
dents who wish to be prepared to teach Latin in the upper grades 
of the grammar schools. Three years of good work in Latin 
will be necessary for those who take the course, and more is de- 
sirable. It is intended that the course deal chiefly with methods 
of teaching, and with that purpose in view the amount of previ- 
ous study, above indicated, will be assumed. 

Elementary Numbers and Arithmetic. 

[Miss Baker.] 

These two courses extend throughout the senior year, the first 
half being devoted to the primary work and the second to that 
which is more advanced. 

Elementary Numbers. — As concepts result from an acquain- 
tance with vizualized form, this work is based entirely on objects. 
Number is the measure of quantity. Quantity is symbolized in 
geometrical material, and measuring is the controlling element 
of the system. The units of measurement are the inch, square 
inch and one inch cube, the objective work thus being put into 
the three realms of length, surface and volume. All abstract 
combinations are preceded by constructive effort, and, in fact, 
construction goes hand in hand with measuring in forming the 
basis of the system. 

Advanced Arithmetic. — This subject is understood as in- 
cluding percentage and the applications of percentage, men- 
suration properly belonging to geometry, and evolution and 


involution to algebra. Hence commission and brokerage, bank- 
ing, stocks and bonds and interest, are some of the important 
parts of the work. It is not the purpose to treat these topics 
after the manner of a commercial school, neither is it intended 
to deal with them in an impractical way, inconsistent with that 
of the business world. The aim is to treat them as they occur 
in actual transactions, irrespective of text-book boundaries. 
It is believed that the financial column of a newspaper should 
not be wholly unintelligible to a pupil leaving the grammar 

Students are required not only to give teaching exercises in 
their classes in the normal school, but also to present the same 
exercises to classes in the model schools. 


[Miss Martin.] 

The course is planned to include (1 ) a review of demonstrative 
geometry and (2) a detailed study of concrete or observational 
geometry. The two are carried along together. 

In the demonstrative work special attention is given to 
securing exactness in reasoning and in expression. The aim is 
to help students to that mastery of the subject which may 
reasonably be expected of teachers in the elementary schools. 
In this condition the origin and development of the science are 
made a matter of study, and the scope and plan of the text- 
book in geometry are noted. The general object in this part 
of the work is to confirm and supplement and make exact the 
student's knowledge, to broaden his outlook, arouse fresh 
interest, and awaken a sense of the teacher's responsibility 
towards the subject. 

The course in concrete geometry develops the elementary 
definitions, and such of the simpler truths of the science as 
lend themselves to objective treatment. A topical outline in 
the hands of students furnishes a basis for discussion of methods 
of work and the selection and arrangement of material. The 
leading text-books in this department are reviewed, and to 
some extent practically tested. Laboratory work and field work 


are prominent features. The general aim is to put students in 
possession of approved methods of teaching in elementary 
schools those parts of geometry which by general consent are 
adapted therefor. 


[Miss Martix.] 
The general purpose is to review and supplement the student's 
kuowledge of the subject-matter, and to establish clear and 
simple methods of teaching the more elementary topics. This 
involves (1) a thorough study of the processes underlying the 
solution of simple equations and the simpler forms of quad- 
ratics, (2) the discussion of methods of solution of equations 
of these types, and (3) the discussion of problems involving 
such equations with devices for making real to a class of be- 
ginners the conditions of a problem. The aim is to develop 
facility in algebraic operations, to give an intelligent grasp of 
the subject, and to form the habit of regarding it from the 
teacher's point of view. 

United States History. 

[Miss Deane.] 
The time devoted to the study of United States history has 
been increased quite materially, and certain lines of work are 
in process of development for which there has not hitherto 
been any opportunity. Sufficient work will be done to indicate 
the right methods of studying and teaching history in general. 
As time admits, and for the purpose of illustration, selected 
periods or events will be studied. The uses of the abundant 
material dealing with the period of exploration and settlement 
in stimulating the imagination of children and in training them 
to the right use of language w ill be shown. A connected 
series of lessons, beginning with the lowest grades, will be 
outlined for the purpose of showing how, by what means and 
to what extent the elements of history, and, later, history itself, 
may be taught in the different periods of school life. 


Chemistry and Physics. 

[Mr. Adams.] 

Objects. — (1) Training the student to observe; to express 
what has been observed, — orally, by writing and by drawing; 
to draw correct conclusions from his own observations and from 
data collected by others ; to follow directions ; to manipulate 
apparatus skilfully ; and to acquire habits of carefulness, accu- 
racy and neatness. (2) An acquaintance with the most impor- 
tant facts of the science ; certain laws and principles based upon 
these facts ; some practical applications of these principles in 
machines and appliances useful to man ; a knowledge of cer- 
tain manipulations and processes, and the properties, uses and 
manufacture of the more common elements and compounds. 
(3) Familiarity with the method of teaching by experiments ; 
the art of correct questioning ; and ability to stand before others 
and guide their thinking. 

Means. — The ends enumerated are secured by a course of 
experiments selected and arranged so that most of the work 
can be done by each individual. Each student is provided 
with a note-book, and has a separate compartment at the labo- 
ratory bench. The chemical laboratory is equipped with slate 
tables, hot and cold water and individual fume closets. The 
physical laboratory is arranged for experiments in quantitative 
work. Both laboratories connect with a large lecture room, 
provided with roller shutters for darkening the room, and an 
electric lantern. 

The students have considerable practice in teaching before 
their classmates, and in examining them on the experimental 

While a part of the work is qualitative in nature, a consid- 
erable amount of quantitative work is taken up in both subjects, 
to give skill in accurate measuring and weighing. 

Constant emphasis is laid upon the necessity of viewing the 
work from the stand-point of the teacher. This practice gives 
professional value to the course, which cannot be obtained by 
work that is wholly academic. 



[Mr. Moore, — Miss Kyle.] 

The course in geology aims to give a practical training in 
the recognition of the common minerals and rocks, and at the 
same time to illustrate the method of interesting children in 
this side of nature. The lessons begin with distinguishing and 
naming the building stones, rocks and minerals found near the 
homes of the pupils and in the neighborhood of the school build- 
ing. The general arrangement of the course is similar to that 
followed in the model schools connected with this institution ; 
but the lessons are planned from the stand -point of the mature 
student, and every effort is made to provide a kind of work 
that shall be both stimulating and strengthening. From the 
beginning an attempt is made to interest the student in the 
professional aspect of the work, and the relation of these les- 
sons to the needs of the future teacher is constantly borne in 

This course also includes a study of soils, glacial phenomena 
and river and wave action, and affords in these particulars an 
excellent preparation for the subsequent work in geography. 
The normal school is situated in a locality which offers unusual 
opportunities for the carrying on of this work, and frequent 
excursions are made during the fall and spring months to the 
neighboring hills and sea shore. These out-door lessons are 
counted a most valuable part of the course, for, in addition to 
the peculiar training which they give, they serve to introduce 
the prospective teacher to a kind of work which it is hoped she 
will be able to do in a simple way with her own pupils. 


[Miss Learoyd.] 
This subject is pursued throughout the year. . The chief aim 
of the year's work is to present such a course of study as may 
be adapted to primary and grammar grades. The class study 
the various phases of plant life, according to the season, in the 
field and the laboratory, and supplement their observations by 


reading and discussion in the class room. Thus the course of 
study becomes an actual experience. 

In addition to this elementary work, the class have the 
opportunity to study the lower forms of plant life, so that they 
may obtain a comprehensive view of plant forms and a general 
understanding of the evolution which has taken place in the 
plant world. With this knowledge they are better able to com- 
prehend the variety of forms which the organs of the plant 
assume among the higher plants, and to lead children more intel- 
ligently to discover the probable causes for the wonderful adap- 
tations among plants to light, temperature, moisture, soil and 

When the class have become somewhat accustomed to meth- 
ods of working, they are expected to give most of the exercises 
in the class room, under the supervision of the instructor. In 
the senior year they observe the study of nature as conducted 
in the model schools, especially as a basis for language work. 


[Mr. Moore.] 

The course in geography is planned to give a thorough under- 
standing of the principles which underlie the most approved 
and progressive methods of teaching that subject to children. 
A strong feature of this course is the unity which exists be- 
tween the theoretical instruction of the normal school class 
room and the actual work accomplished with the children in the 
model schools. The normal school instructor in geography has 
charge of that subject in the model schools, and aims to make 
each part of the work a complement of the other. 

The locality in which the school building is situated is most 
fortunately provided with many illustrations helpful in the study 
of geography. Abundant material of a physiographic, indus- 
trial and commercial character is close at hand, and easily 
accessible both for the classes of children and for the normal 
school students. 

A study of the geographical significance of the local surface 
features, which includes not only their physiographic aspects, 


but also their usefulness to man in furnishing a food supply, in 
affording suitable building sites and in determining lines of 
travel, forms the beginning of the work in geography. 

This study of the local geography provides the necessary 
experience for understanding distant geographical features and 
conditions. At the same time, the fact is recognized that a 
familiarity with the position and characteristics of the local sur- 
face features is a very necessary basis for taking the first steps 
in the reading of maps. 

The intelligent reading of the best maps is considered of 
especial importance, and receives great emphasis throughout the 
course. The close and constant association of the actual form 
or its picture with the appropriate map symbol is insisted upon 
as the natural means for cultivating the ability to visualize cor- 
rectly from maps of unknown regions. 

The importance of good pictures and other illustrative mate- 
rial in geography is discussed with considerable fulness, and the 
normal school students are drilled in the right methods of using 
these aids with young children. 

The study of the earth as a whole illustrates the methods 
used in the grades of correlating the world-wide views which 
the elementary pupils have been gaining from the study of 
pictures and by the use of the imagination. This work in- 
cludes lessons on the form, size and rotation of the earth ; its 
appearance in space ; the land and water divisions ; relief, drain- 
age, climate, productions and people. The methods of study- 
ing the continents and the leading nations are exemplified as 
completely as the limits of the course and the preparation of the 
pupils will allow. 


[Miss Warren, — Miss Goldsmith.] 
The aim of the work in biology is to lead the student to observe 
more carefully animate nature, to direct his investigations, and 
to enrich and ennoble his life by a greater love for the creatures 
that in endless variety form a part of his environment. The 
student becomes familiar with the theory of the evolution of 


animal life from the unicellular forms to the complex structure 
of man. 

Type forms are studied in detail. The laboratory method is 
used. A knowledge of external structure is gained by obser- 
vation ; of internal structure by dissection, drawing and read- 
ing. Particular attention is given to the adaptation of each 
organism to its environment. 

For further observation, living animals are kept in the school- 
room. A fine collection of specimens at the Peabody Academy 
of Science furnishes added facilities for carrying on the work. 

The course in biology is a preparation for a clearer and more 
comprehensive understanding of the anatomy, physiology and 
hygiene of the human body. 


[Mr. Whitney.] 

It is the aim of this department to secure for the student as 
high a degree of the culture value of art as is practicable, 
and at the same time to emphasize its value in all the other 
departments of study. Realizing its industrial and aesthetic 
value to the teacher, the subject is treated in as broad a man- 
ner as the course permits. 

Drawing is studied under these three topics, — structure, 
enrichment and appearance: (1) structure, comprising meas- 
urement, geometry, projection, development and structural de- 
sign ; (2) enrichment, including color, historic ornament and 
design; (3) appearance, treating model and object drawing, 
nature drawing, color and picture study. 

No definite outline for the various grades of the public schools 
is given the students, but outlines for the work in the model 
schools are planned from month to month, and the students 
have the opportunity of observing and assisting in conducting 
the lessons. 

The courses in the other departments of the normal school, 
as well as the cycle of the year, dictate in a great degree the 
subject to be taken in the drawing and the time for that special 


Ill September the classes begin the study of color, drawing 
of flowers, leaves, trees, fruit and seed ; also the study and 
drawing of birds, moths and shells. Throughout the year this 
method is followed, the intercourse with nature giving a keen 
appreciation of the beautiful. 

The study of landscape drawing and composition is related to 
the illustrative work for literature, and the mechanical branches 
assist in drawing of apparatus for chemistry and physics. 

The historic art aud picture study are closely related to the 
geography and history. 

In relating the drawing to the other departments, the aim is 
to remember the scientific value of the drawing and at the same 
time to emphasize the necessity of artistic rendering, the im- 
portance of good composition, proportion and unity. 

As a result of the art training in the normal school, there 
should come a broader culture, an appreciation of beauty of 
form and color, and some ability to express and create the 
beautiful; an appreciation of the practical value to the child, 
awakening thought, holding the attention and giving a free and 
spontaneous mode of expression. 


[Mr. Archibald.] 

The work in this department is designed to enable students 
to teach such principles of music as will apply to the several 
grades of the public schools. 

Tune, time, technique and the aesthetics of music will be 
considered. The exemplification of these subjects will be 
observed in the model schools, and practice in these lines is 
afforded the student under the guidance of the regular grade 

A weekly drill in carefully selected choruses will be partici- 
pated in by the entire school. 

It is hoped that, in the future, entering students may be so 
prepared that a course in the histoiy of music may profitably 
be offered. 




Physical Training. 

[Miss Warren, — Miss Rogers.] 

The course in physical training, based on the Ling system, 
is, in theory and practice,, closely related to the practical part 
of the physiology work. 

Its aim in theory is to give the students a knowledge of mus- 
cular action and the distribution of blood to the various organs ; 
and in practice to correct faulty positions in sitting, standing 
and walking, by a development of the chest and right carriage of 
the chest and head. Special stress is laid upon proper breathing. 

The spacious gymnasium is equipped with stall bars and 
"benches, double boms, jumping standards, balance beams, ver- 
tical ropes, a Swedish ladder and a horse. 

The drill includes floor work, exercises with apparatus and 
gymnastic games. The floor work includes all the fundamental 
positions of the body, as bending, twisting, jumping, running 
-and marching. The rhythm of the gymnastic movements is an 
important feature of the work. The military precision of the 
drill is relieved by gymnastic games. These train the students 
to quickness of thought and motion, and serve as a relaxation 
from mental and bodily tension. The game of basket ball 
arouses enthusiasm and gives added interest to the regular work. 

From time to time the members of the senior class conduct 
the exercises for practice in teaching. 

All students are required to provide themselves with the cus- 
tomary suits for gymnastic practice. 


[Miss Goldsmith.] 
The course in psychology extends throughout the junior year, 
The aim is to secure a clear and sufficient understanding of 

(1 ) the processes by which knowledge is acquired and elaborated, 

(2) the sources of interest and attention, and (3) the functions 
and training of the will. The development of the various 
faculties of the mind, and the relation of different branches of 
study to this process, receive careful attention. The work is 


done so as to secure a good grasp of what is really valuable to a 
teacher, rather than to spend time upon what is of only specu- 
lative interest. The various sources of psychological knowledge 
— introspection, observation of mental phenomena, the study 

of literature and physiological science — are all recognized as 
having important uses iu the study of the human mind. 

Physiology and Hygiene. 

[Miss Waerex.] 

Since the physiology of the human body is a phase of biology, 
the plan of work in the two branches is similar. A careful 
study is made of the respiratory, the circulatory, the digestive, 
the excretory, the muscular, the osseous and the nervous sys- 
tems, and of the special senses. Some attention is given to 
the effect of alcohol and tobacco upon the human body. 

Onlv enough anatomy is taught to lead to a clear understand- 
ing of physiology. The laboratory method is the basis of the 
work. The work acquaints the student with the structure, the 
position, the relation and the function of the various organs, 
with a view to the intelligent application of hygienic principles. 
Microscopic slides, a life-sized manikin and a human skeleton 
are valuable aids. 

Special stress is laid upon the following topics: clothings 
bathing, food, study, rest, and the effect of muscular action 
upon the organism as a whole and upon special organs. Defi- 
nite directions are given for treatment in cases of emergencv. 

The aim of this course is to impress upon the students the 
fact that a sound body is an essential factor for the best and 
highest success in any life work, and to prepare them to teach 
whatever may be necessary fur the physical as well as the moral 
and intellectual welfare of those who come under their care. 

Theory and Practice of Teaching. 

[Dr. Beckwith.] 
The course in theory and practice of teaching, conducted bv 
the principal of the school, extends throughout the senior year. 
It is intended to develop an understanding of the principles of 



education, and of their application to school organization and 
government and to the art of teaching. The observation in the 
model schools is done in connection with it, and the results are 
drawn upon extensively to illustrate the class-room discussions. 
Weekly lectures on Saturday mornings, of which written reports 
from the students are required, are sometimes introductory to 
various topics, sometimes summaries of them, and sometimes 
independent and suggestive discussion of important phases of 

At the same time there is a serious attempt to arouse in the 
students an intelligent appreciation of our indebtedness to great 
educational leaders for their apprehension of sound principles 
and for inspiration to the teacher's work. 

The principal believes that much of the success of a teacher 

depends upon the ideals with which the work is undertaken. 

Consequently, it is no small part of the duty of a normal school 

to see that its students take the right attitude toward their work, 

that they fully understand and appreciate the nature and extent 

of the influence of the school upon the child, and that the duty 

of study and growth is one constantly resting upon teachers. 

This school will aim faithfully to perform its duty in these 


History of Education. 

[Dr. Beckwith.] 

During each year, for the benefit of advanced students, — 
provided there should be a sufficient demand to warrant it, — 
a course of weekly lectures will be given upon the history of 
education. The course will embrace a survey of the educational 
ideals of the ancient nations, of the influence of Christianity 
upon education, and of the various effects of both material and 
spiritual life and growth, and include especial studies of the lives 
and influence of such reformers as Luther, Bacon, Comenius, 
Pestalozzi and Froebel. 

A portion of the course will be devoted to the especial con- 
sideration of the development and features of the Massachusetts 
school system, and of the legislation of this Commonwealth 
upon educational interests. 


Directions and suggestions for reading will be given, and a 
sufficient number of thorough and exacting tests will be applied 
to ascertain whether the students have properly performed their 
share of the work. 

The Location and Attractions of Salem. 

No place in north-eastern Massachusetts is more easily acces- 
sible than Salem. It is on the main line of the eastern division 
of the Boston & Maine Railroad system, connecting also with 
the Saugus branch at Lynn. A branch road to Wake'field Junc- 
tion connects the city with the western division. There is also 
direct communication with Lowell, Lawrence, Haverhill, Rock- 
port, Marblehead and intervening points. Trains are frequent 
and convenient. Salem is also the centre of an extensive net- 
work of electric railways, which greatly increase the convenience 
of travel within a radius of ten or fifteen miles. Students com- 
ing daily to Salem on the steam cars can obtain season tickets 
at greatly reduced rates. The Boston & Northern Street Rail- 
way Company also carries students to and from the school at 
half fare, under certain conditions. 

Salem is the centre of many interesting historical associations, 
and within easy reach are the scenes of more important and 
stirring events than can be found in any other equal area of our 
country. The scenery, both of seashore and country, in the 
neighborhood, is exceedingly attractive. There are many libra- 
ries, besides the free public library, and curious and instructive 
collections belonging to various literary and antiquarian organi- 
zations, to which access may be obtained at a slight expense. 
Lectures are frequent and inexpensive. The churches of the 
city represent all the religious denominations that are common 
in New England. 

The flanagement of the School. 

The matter of discipline, as that term is used with reference 
to school management, does not enter into the administration 


of this school. Each student is allowed and is encouraged to 
exercise the largest degree of personal liberty consistent with 
the rights of others. The teachers aim to be friends and lead- 
ers, rather than governors and masters. They will not spare 
advice, admonition and reproof, if needed ; but their work in 
such lines will be done with individuals, and in the most helpful 
and generous spirit. The students who, after full and patient 
trial, are found unworthy of such consideration, are presumed 
to be unfit and unlikely to become successful teachers, and will 
be removed from the school. Others also, who, by no fault of 
their own, but by the misfortune of conspicuous inaptitude, 
through physical or mental deficiencies, for the work of teach- 
ing, will be advised to withdraw, and will not be graduated. 

Expenses, Aid, Board, etc. 

Tuition is free to all residents of Massachusetts who declare 
their intention to teach in the schools of this Commonwealth. 
Text-books and supplies are free, as in the public schools. Arti- 
cles used in school work which students may desire to own will 
be furnished at cost. Students who come to Salem to board are 
advised to bring with them such text-books of recent date as 
they may own. 

To assist those students, residents of the State, who find it 
difficult to meet the expenses of the course, pecuniary aid is 
furnished by the State to a limited extent. Applications for 
this aid must be made in writing, to the principal, and must be 
accompanied by such evidence as shall satisfy him that the 
applicant needs the aid. This aid, however, is not furnished 
to residents of Salem, nor during the first half-year of attend- 
ance at the school. 

The expense of board is moderate ; two students rooming 
together can usually find accommodations within easy distance 
of the school, including light and heat, at prices ranging upward 
from three dollars and fifty cents each, per week. A record of 
places where board may be obtained is kept at the school, and 
reasonable aid will be given to students who are seeking board- 


ing places. It is advisable to make inquiries some time before 
the beginning of the school year. 

A lunch counter is maintained in the building, from which is 
served at noon each school day a good variety of wholesome 
and attractive food, at very reasonable prices. 

The Library and Reading Room. 

The school is well equipped with books of reference, and its 
general library, which is especially strong in works of history, 
biography, pedagogy, poetry, and dramatic and miscellaneous 
literature, contains 4,091 volumes, exclusive of a large number 
of public documents and sample text-books covering a period of 
many years. The best periodicals of the day are also kept on 
file. There is a complete card catalogue by titles and authors, 
and a system of references by topics is also in process of prep- 
aration . 

No needless restrictions are placed upon the use of the library 
and reading room, and the students are encouraged to resort to 
it freely and constantly. 

Promptness and Punctuality. 

1. Students living at home, on finding themselves likely to be 
absent more than one day, are desired to make known the fact 
in writing. 

2. Students who are withdrawing from school must return 
the books and other property of the school, and receive regular 
dismission. Those who fail to do so promptly must not expect 
at a later date any recommendation or endorsement from the 
teachers of the school. 

3. Absences for the purpose of teaching or of acting as sub- 
stitutes for more than one day must be arranged in advance. 
In general, absence for this purpose during the first year of a 
student's course will not be regarded with favor. 

4. Students must be present at the opening of school after 
any recess or vacation, and must remain until all are excused. 

5. Students boarding in this vicinity, away from their par- 


ents, whether over or under legal age, must keep the principal 
informed of their addresses. All boarding places are subject 
to the judgment of the principal. 

6. Students boarding in Salem must not make arrangements 
involving absence from any school . exercise without previously 
obtaining permission. 


Since the issue of last year's catalogue the teachers and stu- 
dents of the school have listened to the following lectures : — 


March 4. Agent Henry T. Bailey, North Scituate. 

" Design. 11 

March 14. Dr. William T. Hailmann, Xew York. 

"Common-sense Considerations in Education.* 1 

May 16. Supt. B. C. Gregory, Chelsea. 

" The Conscious Element of Education, according to Froebel." 

June 24. Annual Graduation, Supt. E. P. Seaver, Boston. 

" The Teacher's Personal Attitude towards His Work." 

Nov. 7. Prof. Edward S. Morse, Salem. 

" Japan." 
Agent L. Walter Sargent. 

" The Definite Demands made upon the AVork in Drawing." 

Prof. Edward S. Morse, Salem. 


Prof. Edw^ard S. Morse, Salem. 

"Insect Life." 

Employment for Graduates. 

The increase in the number of normal graduates employed in 
Massachusetts as teachers has been, especially during the past 
twenty years, very much greater proportionately than the in- 
crease in the whole number of teachers. But even at the present 
time less than one-half of all the teachers in the State are normal 
graduates, and the demand is annually greater than the supply ; 
especially for the higher grammar grades there is a marked 
scarcity of strong candidates. This school does not undertake 
to guarantee positions to its graduates, but it is a fact that 
promising graduates are rarely without positions six months 
after graduation. The principal takes pleasure in assisting 








graduates to obtain such positions as they are qualified to fill. 
To that end he is glad to correspond or to confer with school 
authorities, or to be informed as to the degree of success which 
has attended the efforts of former students. 

Scholarships for Graduates. 

There are offered at Harvard University four scholarships, 
each of an annual value of one hundred fifty dollars, for the 
benefit of students in the Lawrence Scientific School who are 
graduates of any reputable normal school in tne United States. 

Notices to School Officials. 

All interested persons, especially those connected in any way 
with educational work, are cordially invited to visit the school, 
to inspect its building and equipment, or to attend the exercises 
in its class rooms or model schools at any time and without 

During the summer vacation, either the principal or some 
other person qualified to give information regarding the school, 
its work and the conditions of admission will be at the building 
each forenoon. Requests for catalogues are always promptly 

Superintendents and other school officials are requested to 
send to the school copies of their reports, courses of study and 
other publications of common interest. The courtesy will be 
appreciated and reciprocated. 

Every person claiming to be a graduate of this school should 
be able to show either a diploma or a certificate to the fact of 
graduation. This evidence should be required in all cases. 

All students of this school, since Jan. 1, 1900, who have 
left the school by reason of graduation, or otherwise in good 
standing, possess either a diploma, a certificate showing the 
completion of a year's work, or a certificate of honorable dis- 
missal. The last-named paper is not to be understood as a rec- 
ommendation of proficiency in scholarship or teaching ability. 





The Commonwealth of Massachu- 
The Salem Normal Association. 
Mr. George R. Chapman. 
Richard Edwards, LL.D. 
Mrs. C. O. Hood. 
Mr. James F. Almy. 
Miss Annie M. Phelps. 
Mr. Ross Turner. 
The Class of February, 1857. 
The Class of February. 1858. 
The Class of July, 1858. 
The Class of February, 1859. 
The Class of July, 1859. 
The Class of February, 1860. 
The Class of July, 1861. 
The Class of January, 1883. 

The Class of June, 1888. 

The Class of June, 1891. 

The Class of June, 1896. 

The Class of January, 1897. 

The Class of June, 1897. 

The Class of 1898. 

The Class of 1899. 

The Class of 1900. 

The Class of 1901. 

The Class of 1902. 

The Class of 1903. 

The Model School Class of 1903. 

Certain students and friends of 

Miss Elizabeth Weston. 
Other teachers and graduates, and 


The following citizens of Salem have generously contributed 
to the decorations of the model school-rooms : — 

Mrs. James F. Almy. 
Mr. George A. Brown. 
Mr. William O. Chapman. 
Mr. Robin Damon. 
Mr. William H. Gove. 
Mr. George B. Harris. 
Mrs. William M. Hill. 

Mr. Frank A. Langmaid. 
Mr J. Henry Langmaid. 
Mr. Arthur L. Lougee. 
Mr. William Messervey. 
Mr. John M. Raymond. 
Mr. Ira Vaughn. 
Mrs. Charles F. Whitney. 




The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 
The Class of 


contributions to the library have been made by 

July, 1863. The Class of January, 1885. 

January, 1869. The Class of June, 1885. 

January, 1870. The Class of January, 1886. 

January, 1874. 
January, 1875. 
July, 1875. 
January, 1876. 
June, 1876. 
January, 1880. 
June, 1880. 
January, 1881. 
January, 1882. 
June, 1883. 

The Class of June, 1886. 
The Class of January, 1887. 
The Class of January, 1889. 
The Class of January, 1890. 
The Class of January, 1891. 
The Class of January, 1892. 
The Class of June, 1892. 
The Class of June, 1894. 
Mrs. Thomas Hawken. 
Many teachers and others. 



Register of Students. 


= 19 


Graduates. — Class LXXXIX.— June 24, 1903. 

Bessie Pierce Bagley, ..... Haverhill. 

Gertrude Loretto Barrett, 

. Newburyport. 

Mary Frances Blanchard, 

. Danvers. 

Geneva May Bowden, . 

. Lanesville. 

Alice Brown, . 

. Salem. 

Ida May Butler, 

. Ipswich. 

Kattierine Gertrude Butler, 

. Peabody. 

May Clifton Calef, 

. Danvers. 

Edith May Carman, 

. Cambridgeport 

Celia Mason Choate, 

. Essex. 

Elizabeth Anne Clark, . 

. Marblehead. 

Stella May Coffin, . 

. Lynn. 

Carrie Louise Collins, . 

. Lynn. 

Blanche Georgina Conway, 

. Bradford. 

Winifred Mary Crockwell, 

. Medford. 

Mildred Sanders Davis, 

. Lynn. 

Essie May Dennis, 

. Beverly. 

Grace Ellingwood Dennis, 

. Salem. 

Ellen Catherine Donovan, 

. Georgetown. 

Cora Myra Eaton, . 

. Waltham. 

Mabel Everett Farnham, 

. Lynn. 

Bertha Theresa Fisher, . 

. Methuen. 

Mary Nellie Flewelling, 

. Cambridge. 

Bertha Frances Flint, . 


. Everett. 

Esther Fogg, . 

. Everett. 

Ellen Frances Foley, 

. Peabody. 

Grace Hamilton Gardiner, 

. Lynn. 

Mary Frances Goggin, . 

. Peabody. 

Eula Preston Goodale, . 

. Danvers. 



Winifred Belle Goodwillie, 
Gertrude Griffin, . 
Gertrude Adelaide Hamlin, 
Mary Margaret Hannon, 
Maude Penfield Harmon, 
Mna Belle Hartford, 
Anna Frances Hill, 
Dora Ethel Hodsdon, 
Edith Yell a Hughes, 
Annie Louise Jackson, . 
Harriette Agatha James, 
Susie Morse Jewett, 
Lizzie Agnes Killion, . 
Mary Elizabeth Leonard, 
Bertha Frances Lovett, . 
Julia Agnes Mahony, . 
Mary Etta McKeigue, . 
Alice Mabel Messer, 
Nellie Stearns Messer, . 
Katherine Maria Moynihan, 
Frances Ednah Xorthrup, 
Edith May O'Brien, 
Hattie Hazel Peabody, . 
Jennie Pamela Peabody, 
Pearl Martin Pillsbury, 
Bertha Bancroft Piper, . 
Cora Belle Poole, . 
Ada Belle Pratt, . 
Elizabeth Frances Quinlan, 
Mary Ellen Quirk, 
Maude Eliza Richardson, 
Henry W. Roberts, 
Esther Samuel, 
Anna Grace Scannell, . 
Carrie May Sehroeder, . 
Ethel Silsby, . 
Louise Spence, 
Martha Lufkin Stanwood, 
Mary Pickett Story, 
Abigail Marie Sullivan, 
Emma May Thompson, 
Winifred Pickett Upton, 

North Cambridge. 


North Andover Depot. 

















South Byfield. 










Walt ham. 


Pigeon Cove. 













Helen Gertrude White, . 
Elsie Kimball Woodbury, 
Ethel Worcester, . 
Lillian Frances Worth, . 


Certificates for One Yeafs Work. 

Ella Augusta Browne, . 
Alice Gardner Drake, . 
Jeremiah Francis Ganey, A.B., 
Alice Mildred Hilliard, Ph.B., 
Eva Marietta Macomber, 
Beatrice Asenath Randall, . 
Daisy Raymond, . 
Olive Elizabeth Watson, 
Helen Stanton Woodman, 


Kennebunkport, Me. 



Westford, Vt. 

Rochester, ET. H. 




Post=graduate and Special Students. 

. Westford, Vt. 

Grace Amira Allen, 

(Burlington High School, 1900.) 
Ada Dora Colbath, 

(Whitefield High School, 1901.) 
Jennie Clifton Frost, A.B., . 

(Tufts College, 1901.) 
Ella Frances Gould, 

(Nashua Literary Institute.) 

Florence May Henderson, 

(Haverhill High School, 1878.) 
Susie Morse Jewett, 

(Salem Normal School, 1903.) 
Jeanie Jeanette Keir, . 

(Rochester High School, 1900.) 
Elizabeth Gertrude Saunders, 

(State Normal School, Plymouth, N 
Lucy Maria White, 

(State Normal School, Castine, Me., 1898.) 
Carrie Edna Willey, Montpelier, Vt. 

(Montpelier High School, 1895.) 

. W r hitefield, N. H. 

. Arlington. 

. Somerville. 

. Salem. 

. Lynn. 

. Rochester, N. H. 

. Newmarket, N. H. 

H., 1894.) 

. Beverly. 

Students of the Elementary Course. 

Agnes Arabel Alexander, .... Gloucester. 

Susie Marguerite Alexander, . . . Lynn. 

Alexa Maria Anthony, Lynn. 

May Agnes Arnold, Salem. 



Florence Bertha Atkins, 
Ida Belle Bailev, . 
Laura Helen Bailey, 
Mary Isabelle Bailey, . 
Helen Edna Baldwin, . 
May Josephine Barry, . 
Florence Lillian Black, 
Rose Marjorie Bourne, . 
Mary Evangeline Bourn euf, 
Amy Wyman Bradbury, 
Emma Josephine Bresnahan, 
Gladys Amelia Budgell, 
Mildred Cora Bulfinch, . 
Katherine Frances Cahill, 
Margaret Genevieve Callahan, 
Mary Margaret Callahan, 
Mary Ann Campbell, . 
Jennie Winslow Carey, 
Mabel Clifford Carle, . 
Hattie Cecilia Carlson, . 
Alice Veronica Carmichael, 
Anna Lois Child s, . 
Katherine Mary Clarke, 
Sadie Etta Cole, . 
Alice Veronica Connelly, 
Theresa Elizabeth Connelly, 
Gertrude Connor, . 
Elsie Harriet Cooter, 
Esther Costello, 
Agnes Veronica Cragen, 
Mary Margaret Crane, . 
Julia Lauretta Cunningham, 
Rosa Alice Curran, 
Rebecca Chase Currier, 
Lillian Anna Curtin, 
Lena Gushing-, 
Isabella Kelly Daley, . 
Bertha Ruby Davis, 
Gladys Cecelia Davis, . 
Irena Lucena Day, 
Elizabeth Esther Dean, 
Helen M. Dearborn, 


South Lawrence. 

East Saugus. 




West Somerville. 















Henniker, N. H. 




North Andover. 


East Cambridge. 

















Ellen Julia Delay, 
Martha Sylvester Derfus, 
Jennie St. Claire Dickson, 
Abbie Susan Dodge, 
Dorrice Downing, . 
Bessie May Dresser, 
Bessie Estelle Eayrs, . 
Katharine Sigrid Enlind, 
Cathrine May Etheridge, 
Mary Loretta Feeny, 
Irene Franklin Fellows, 
Elizabeth May Ferguson, 
Mary Agnes Finn, 
Elleanor Melvina Fitzgerald 
Ethel May Flanders, 
Elsie Louise Fogg, 
Sarah Beulah Frost, 
Mary May Gainard, 
Gladys Adell Gale, 
Ellen Gertrude Galvin, . 
Sally Garland, 
Mabel Alice Gauthier, . 
Cecilia Eugenia Glynn, 
Mildred Goldsmith, 
Fanny Irene Goodhue, . 
Frances Eva Gorman, . 
Eugenie Goss, 
Edith Evelyn Gott, 
Mildred May Graham, . 
Mabel Hannah Gray, 
Minnie Griffiths, . 
Nettie Isabel Haff, 
Alona Harrington, 
Alberta Frances Hatfield, 
Sara Gould Haven, 
Rena Elizabeth Hemenway 
Etta Howe Hicks, . 
Julia Mary Horgan, 
Marion Louise Howard, 
Edith Marion Howe, 
Gertrude Augusta Hunting-ton 
Frances Cupples Jackson, . 










East Cambridge. 









Henniker, N. H. 




East Cambridge. 


North Andover Centre. 







North Cambridge. 













Alice Augusta Joues, . 
Harriet Mary Joues, 
Lena May Jones, . 
Nellie Alice Kemp, 
Margaret Mary Kenney, 
Margaret Elizabeth Kerrigan. 
Alice Elizabeth Lane, . 
G oldie Theresa Lane, . 
Lena Blanche Lawrence, 
Susan Elouise Lee, 
Marjorie Helen Lenox, . 
Lizzie Adelaide Lewis, . 
Abraham Charles Lourie, 
Dora Lena Lourie, 
Eliza Procter Low, 
Margaret Mary Mahoney, 
Winnifred Appleton Marshall, 
Annie Tsabel McCarthy, 
Henrietta McConnell, . 
Margaret McCullough, . 
Gertrude Philomine McCusker, 
Mary Beston McDonough, . 
Mary Ellen McGrath, . 
Ruth Alma McKay, 
Blanche Yelma McKenne, . 
Emma Mabel McKinley, 
Emily Katharine McVann, . 
Margaret Angela Millea, 
Josephine Freeman Minard, 
Eudora Elizabeth Mittelbach, 
Edith Marion Moffatt, . 
Georgia Bernice Morgan, 
Amy Brown Morrill, 
Ada Evelyn Moulton, . 
Cora Lucy Mulrey, 
Helena Murphy, . 
Marion Louise Norton, . 
Mary Louise Norton, 
Mary Evelyn Nutter, 
Isabelle Dorothea O'Brien, 
Blanche Lowell Paine, . 
Ethel Bird Park, . 
















East Cambridge. 
















North Cambridge. 

Walla Walla, Wash. 



North Hampton, N. H. 


North Cambridge. 










Bessie Maxwell Parker, 
Carrie Noyes Pease, 
Mary Isabelle Perkins, . 
Millicent Grace Perkins, 
Zulette Potter, 
Annie Cobb Pottle, 
Cynthia May Prentice, .. 
Bertha Ellinor Pringle, 
Louisa Isabelle Pryor, . 
Nellie Magdalene Quinn, 
Edna Merriam Ramsdell, 
Ida Louise Rand, . 
Sadie May Eeed, . 
Lucy Reynolds, 
Nellie AVinifred Riley, . 
Marion Elliott Robbins, 
Ida Helen Rogers, 
Lucy Agnes Roper, 
Annie Lavenia Kowe, . 
Madeline Sayward Rowe, 
Helen Louise Russell, . 
Lottie May Ryder, 
Mary Cecilia Scally, 
Eliza Lohra Scott, . 
Lena Seitlen, . 
Mary Elizabeth Shatswell, 
Thomas William Sheehan, 
Katherine Grey Smith, 
Lillian Frazier Smith, 
Grace Foster Sneden, 
Grace Lillian Snow, 
Mary Gertrude Snow, 
Clara Alice South wick, 
Olive Belle Spiller, 
Abbie Elizabeth Stetson, 
Mary Gertrude Sullivan, 
Ellen Elizabeth Sweeney, 
Ethel Stearns Swett, 
Florence Ellen Tadgell, 
Martha Anna Taylor, . 
Irene Florence Thompson, 
Helen Barbara Tighe, . 







South Medford. 

North Reading. 

Portsmouth, N. H. 









North Cambridge. 















West Peabody. 


Dan vers port. 










Sarah Blackinton Titcomb. 
Edna Gordon Towle, 
Alice Buffum Trask, 
Margaret Phillips True, 
Grace Anna Turbett, 
Mabel Emily Turner, . 
Edna Selrnan Tutt. 
Rachael Louise Upham, 
Lucy Agnes Walsh, 
Margaret Teresa Walsh, 
Edith May Webber. 
Charlotte Calhoun Wells, 
Elizabeth Cecilia Welsh. 
Clara Emerson Wheeler, 
Elizabeth Ellen Whitcomb, 
Mary Veronica Williams, 


Amy Florence Wilson, . 
Edith Smith Wilson, . 
Marion Louise Wilson, . 
Gertrude Amelia Wooluer, 
Constance Ethel wyn Yeames, 






North Reading;. 






Ames bury. 

Xorth Cambridge 




Pigeon Cove 






Post-graduate and special students, . 
Students of the elementary course, 



Whole number of students from the opening of the school, . 4,976 

Whole number of graduates (corrected), 2,613 

Xumber of certificates for one year's work, . . .28 

Certificate Required for Admission to a Preliminary 



.has been a pupil in the 

School for three years, and is, in my judgment, 

prepared to pass the normal school preliminary examination in the follow- 
ing group or groups, of subjects and the divisions thereof: — 

Group II Group IV 

Group III Group V 

Signature of principal or teacher 


Certificate of Graduation and Good Character. 

This is to Certify that M. 

is a regular graduate of a four years' course of the . 

High School, and that, to the best of my knowl- 
edge and belief, he is a person of good moral character. 

Principal . 

. 1904 .